The document discusses a learning design methodology implemented at VIA University College to enhance the delivery of short learning programs in continuing education. It highlights the challenges of integrating technology in educational practices for teachers and outlines a structured workshop methodology that involves multiple phases from idea development to implementation. The conclusion emphasizes the establishment of professional learning communities as a means to support teachers in design work and foster a collaborative educational environment.

1. Bringideastolife
VIAUniversityCollege
A learningdesign
methodology
for deliveringshort learningprogrammesin
furtherandcontinuingeducation
26. oktober 2017LillianBuus (libu@via.dk) andMarianne Georgsen(mage@via.dk)
1

2. Context
26. oktober 2017
2
– 18.500 students (2.500
international students)
– 42 programmes(17 inEnglish)
– 20.000 participantsin the
School of Continuing Education
– 2.100 faculty and staff
– 20+ Research and Development
centres and programs
– 8 campussesacross the Central
Denmark Region

3. Researchcontext
26. oktober 2017
3
– Projects developingdigital learning designs 
designs for short learning programs
– Learningdesign workshops
– approx.60 teachershave been participating
– Participantsin the learningdesign processes:
– Learningdesigner (pedagogicaland technological)
– Learning technologist(producer oflearning material
– learningobjects)
– Teachersand teaching-coordinators

4. Challenges
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4
How to involve and facilitate teachers with no or
limited experience of educational use of technology
in designing for learning?
Gap inthe
qualifications but
shouldteachers hold
expertiseindigital
production?
Adoptionof thenew
roleas teacher
onlinefacilitatoras
partofthe teaching
identity
Technological
dimension
combinedwithcontent
and pedagogical
dimensions

5. 26. oktober 2017
5
[Source:Buus,2015]

6. 26. oktober 2017
6
Developed a workshop methodology
inspired by the Collaborative
E-learning Design method (CoED)
[Source:Georgsen &Nyvang,2007]

7. Workshopmethodology
Phase 1
• Idea and development of the learning design
• What should be designed for?
Phase 2
• Describing learning activities
• Who (roles), How (study methods), Where (arena), and What (learning
objectives), and Why (learning goals)
Phase 3
• Production and design
• Produce digital materials and design the learning environment
Phase 4
• Implementation of design
• Testing, evaluating and adjusting
26. oktober 2017
7
[Source:Georgsen,internalreport]

8. Vision
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8
Organisational
didatic
framework
Establishinga professionalframeworkaround
the designwork allowingall participantsto
contributewiththeir particularexpertise
[Source:Christensenetal.,2014]

9. 26. oktober 2017
9
Describethe resourcesneeded to beprioritisedinorderto
realisea strategywithinblendedand onlinelearning
Clarifythelink betweenthe prioritiesinthe organisation
Describethe frameworkthat the organisationand its
management need to makefordevelopmenttakeplace
[Source:Christensenetal.,2014]

10. 26. oktober 2017
10
Howmustthe didactic
designlookliketo achieve
the strategicgoals?
Whatarethe prerequisites
to provideblendedand
onlinelearning?
Why do weneed blendedand onlinelearning?
Whatkindof educationalchallengesis itthe answerto?
Whatis theneed fora changedpedagogicalconcept?
[Source:Christensenetal.,2014]

11. 26. oktober 2017
11
Establishingprofessional
learningcommunities(PLCs)
Learningdesignworkshops
Establishmentofa unit
forLearning Design
Still inthe processof
decidingon new
educationalconcepts
[Source:Christensenetal.,2014]

12. Ourconclusion
26. oktober 2017
12
Concept of professional learningcommunities (PLC)s or
communities of practice(COPs) can be a way to facilitate
teachersdesign for learningand ways to developan
organisationalframeworkfor design work and collaborative
experiments
Cultural change
[Source:Christensenetal.,2014]

13. 26. oktober 2017
13
Contacts:
MarianneGeorgsen–mage@via.dk
HeadofResearchCentreonLearningandDigitalTechnologies,VIAUniversityCollege,
Denmark
LillianBuus–libu@via.dk
LearningdesigneratSchoolofContinuingEducation,VIAUniversityCollege,Denmark
Thankyou for your attention
Any questions?

14. References
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14
– Buus, Lillian (2015)“The Learning Potentialsand Challenges When
Integrating Web2.0 in aProblem-Based Learning Approach.” Aalborg
University.
http://vbn.aau.dk/ws/files/229504270/PHD_Lillian_Buus_E_pdf.pdf
– Christensen, Ove,Rene B. Christiansen, KarstenGynther,Niels Henrik Helms,
and DitteSchlüntz (2014):“Kan vi lære af de andre? - udenlandske erfaringer
med e-læringog blended learning i erhvervsuddannelser og
læreruddannelser for erhvervsskolelærere.”
http://ucsj.dk/fileadmin/user_upload/FU/Publikationer/Kan_vi_laere_af_de_
andre.pdf
– Georgsen, Marianne (not submitted): “Udvikling af onlinelæring ogblended
learning i EVU.”Internalreport,VIA UniversityCollege.
– Georgsen, Marianne, and Tom Nyvang (2007):“Collaborative E-Learning
Design Method(CoED).”E-Learning Lab Publication Series.E-Learning Lab,
Aalborg University.